Monday, November 23, 2009
Oregon Technology Standards and Requirements
I believe that the technology standards and requirements addressed in the NETS*S, NETS*T, new Oregon Diploma and new Oregon Education Technology Standards (OETS) aim to ensure that today’s students are technologically literate. To accomplish this goal, teachers much integrate technology throughout the content areas in order to promote responsible and informed digital citizenship. Today, in the 21st century, teachers must prepare students for their futures by providing opportunities for students to create, communicate, research, and demonstrate problem solving skills through technology.
For middle school language arts, I would implement several strategies to promote technological literacy in my classroom. For example, I plan to ask students to create videos in small groups illustrating elements of writing. They could choose to focus on hyperbole, simile/metaphor, colloquilialism, foreshadowing, etc. This video project would relate to the creativity and innovation standard as it requires students to demonstrate creative thinking and problem solving skills to develop innovative products and processes using (digital) technology.
In addition, I might create a blog for students when we are reading a novel as a class. I would ask students to respond to basic comprehension and critical thinking questions in a class forum. Students would be able to comment on each other’s posts and challenge Also, I would leave comments and questions to promote further discussion. This activity would relate directly to the Communication and Collaboration standard asks students to use digital media to communicate and work collaboratively to support individual learning and contribute to the learning of others.
There are several challenges that come to mind when thinking about integrating technology in the classroom. Many students may not have access to technology at home, and therefore would have difficulty even participating in classroom assignments. Also, there is a wide range of technological proficiency in any given class. Some students are quite adept with technology, while others have little experience. Finally, as a teacher, I would struggle with any technical problems that might arise during class time. I am comfortable with various technologies, but am by no means incredibly adept. I would struggle with handling any problems with technology in an efficient, successful manner.
For middle school language arts, I would implement several strategies to promote technological literacy in my classroom. For example, I plan to ask students to create videos in small groups illustrating elements of writing. They could choose to focus on hyperbole, simile/metaphor, colloquilialism, foreshadowing, etc. This video project would relate to the creativity and innovation standard as it requires students to demonstrate creative thinking and problem solving skills to develop innovative products and processes using (digital) technology.
In addition, I might create a blog for students when we are reading a novel as a class. I would ask students to respond to basic comprehension and critical thinking questions in a class forum. Students would be able to comment on each other’s posts and challenge Also, I would leave comments and questions to promote further discussion. This activity would relate directly to the Communication and Collaboration standard asks students to use digital media to communicate and work collaboratively to support individual learning and contribute to the learning of others.
There are several challenges that come to mind when thinking about integrating technology in the classroom. Many students may not have access to technology at home, and therefore would have difficulty even participating in classroom assignments. Also, there is a wide range of technological proficiency in any given class. Some students are quite adept with technology, while others have little experience. Finally, as a teacher, I would struggle with any technical problems that might arise during class time. I am comfortable with various technologies, but am by no means incredibly adept. I would struggle with handling any problems with technology in an efficient, successful manner.
Friday, October 30, 2009
Iphoto Uses in the Classroom
Iphoto is an excellent tool for organizing, editing, and sharing digital photos. Students can select their own photos and design photo books—complete with their own text—and publish or print them right from the classroom.
One partucularly great feature of iphoto is that it allows you to search and sort photos by location. This could be an effective tool in a social studies classroom. For example, a teacher can link pictures from around the world to the actual location seen in Google Maps. This provides students with great visual images from places they are studying.
One partucularly great feature of iphoto is that it allows you to search and sort photos by location. This could be an effective tool in a social studies classroom. For example, a teacher can link pictures from around the world to the actual location seen in Google Maps. This provides students with great visual images from places they are studying.
Wednesday, October 28, 2009
Wednesday, October 21, 2009
Reaction to Spreadsheet
Although I was initially intimidated by this assignment, I found the Google spreadsheet very user-friendly and practical. It helped me to efficiently organize student data and analyze the means and standard deviations, as well as filter out information. This process would have taken me hours with just paper and pencil techniques.
I found that when I filtered out student scores that were above the overall mean, the mean of the remaining students’ combined scores (that were below the class mean) were continually improving. As a teacher, I would interpret this to signify that my struggling students are performing better throughout the term and, therefore, learning more.
I found that when I filtered out student scores that were above the overall mean, the mean of the remaining students’ combined scores (that were below the class mean) were continually improving. As a teacher, I would interpret this to signify that my struggling students are performing better throughout the term and, therefore, learning more.
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